Editors:
- Presents a new perspective on early childhood education (didactics), based on empirical research in naturalistic settings with children 1-8 years old
- Introduces the concept of didactics in a form relevant to early childhood education
- Presents illustrations of Nordic early childhood education, for which there is an international interest
- Covers a number of theoretical frameworks for studying and conceptualising children’s learning and development
- Includes supplementary material: sn.pub/extras
Part of the book series: International Perspectives on Early Childhood Education and Development (CHILD, volume 4)
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Table of contents (13 chapters)
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Front Matter
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Back Matter
About this book
Qualitative analyses of young children’s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner’s perspective, establishing sufficient intersubjectivity, ‘pointing out’, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ‘didactics’ mean in educating young children?
The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children’s knowledge in various fields of learning? How do they respond to these challenges, and what can we learn about children’s corresponding uptake? What now requires further research? One key distinction in researching children’s learning is between studies that look at ‘process’ and those that analyze ‘product’. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner’s more recent work, this book advocates the importance and relative rareness of the former type of study.
Editors and Affiliations
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, Department of Education, Communication a, University of Gothenburg, Gothenburg, Sweden
Niklas Pramling, Ingrid Pramling Samuelsson
Bibliographic Information
Book Title: Educational Encounters: Nordic Studies in Early Childhood Didactics
Editors: Niklas Pramling, Ingrid Pramling Samuelsson
Series Title: International Perspectives on Early Childhood Education and Development
DOI: https://doi.org/10.1007/978-94-007-1617-9
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2011
Hardcover ISBN: 978-94-007-1616-2Published: 10 August 2011
Softcover ISBN: 978-94-007-3787-7Published: 27 November 2013
eBook ISBN: 978-94-007-1617-9Published: 10 August 2011
Series ISSN: 2468-8746
Series E-ISSN: 2468-8754
Edition Number: 1
Number of Pages: XVIII, 258
Topics: Early Childhood Education, Creativity and Arts Education, Language Education, Mathematics Education